Highlights of this Honors Institute

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1 Highlights of this Honors Institute Receive training to enhance your understanding of characteristics/affective needs of gifted students Learn appropriate instructional strategies for honors students from experts in the field Provide time for you to collaborate with your school teams and content area district colleagues Apply what you have learned to modify and enrich UEN content specific lessons Work as a school team to develop an Honors Action Plan

2 A Rose by Any Other Name... Gifted Students High Ability Learners High Achievers High Potential Advanced Learners Teacher Pleasers Bright Smart Highly Able Promising Above Average Do School Well

3 Top 10 Myths About Gifted Students Davis School District Sheri Sauvé Supervisor of Gifted & Talented Programs

4 Myth #10 They are aloof, proud of their own abilities, and care little for others. Reality: Just like their gifted peers, some gifted students display these characteristics and some do not. This myth generally springs from the fear of the idea that if gifted students learn together, they will develop an attitude of superiority or condescension.

5 Myth #9 They are good at everything and should be reminded of that when they fail to perform at high levels. Reality: Gifted students vary in their abilities to perform just like any other group of students.

6 Myth #8 They do not need special programs as they will be able to perform at high levels regardless. Reality: Gifted learners must be given stimulating educational experiences appropriate to their level of ability if they are to realize their potential (Delisle & Galbraith, 2002, p. 91)

7 Myth #7 They have even profiles in respect to intellectual ability, academic aptitude, and social emotional development. Reality: Gifted students develop at different rates from their non gifted peers and at different rates in developmental areas.

8 Myth #6 They benefit from being the second teacher in the room, tutoring others in greater need than themselves. Reality: 1) Non gifted students do not consider gifted students as role models (Delisle & Galbraith, 2003). 2) Gifted students are not always challenged by or have the desire to teach others below their ability level (Fiedler, Lange & Winebrenner, 2002).

9 Myth #5 They work well in randomly assigned groups to ensure that the work gets done correctly. Reality: Gifted students benefit more by working and interacting with peers of their ability level. Copious studies have pointed to the fact that allowing gifted students to work together in the same class can produce positive results and even dramatic improvements (Kulik, 2003, p. 274).

10 Myth #4 They all enjoy independent work and are motivated to complete projects. Reality: Just like their non gifted peers, gifted students are not always motivated or enjoy doing independent work (Tomlinson, 1997).

11 Myth #3 They all have pushy parents who expect the school to do more than is possible or reasonable for their children. Reality: The pushy ness of parents is often a result of continued stress and struggle with minimal success with schools (Moon, 2003).

12 Myth #2 They are rarely at risk for educational achievement or attainment beyond high school. Reality: Gifted students are at risk for educational achievement or attainment beyond high school if their intellectual and affective needs are not met and/or if their community, home or school environments are not supportive (Rimm, 2003; deleon, 1989).

13 Myth #1 They are good students, rarely causing behavioral problems of any kind in class. Reality: Gifted students, like all students, are diverse in their behaviors and attitudes (Silverman, 1993).

14

15 Utah Administrative Code: Rule R Educational Programs for Gifted & Talented Students As in effect on July 1, 2010 R Definitions: B. Gifted and talented students means children and youth whose superior performance or potential for accomplishment requires a differentiated and challenging education program to meet their needs... D. Enrichment means classes or programs that provide greater depth and breadth of experiences and information than students would receive in traditional classes. F. Programs for gifted and talented students means differentiated and challenging educational programs designed to meet the needs of gifted and talented students in one or more areas...

16 R Program Standards: (4) provide carefully integrated, and articulated curricula throughout the district; (5) identify and use teaching strategies that are appropriate to the learning styles and emotional needs of gifted and talented students; (6) adopt flexible pacing at all levels and allow students to advance as they master content and skills; (7) offer program options that reach through and beyond the normal institutional boundaries: across disciplines, across grade levels, and across levels of intelligence;

17 R Program Standards (cont.): (8) provide guidance to assist students in addressing personal and interpersonal needs, in program selection and in career and college choices; (9) balance acceleration with enrichment activities for diverse types and degrees of intelligence; (10) provide information regarding special services, programs, and other appropriate educational opportunities; and (11) utilize appropriate community and private resources.

18 Davis School District Policy and Procedures Educational Programs for Gifted and Talented Students Revised September 1, Purpose & Philosophy allow for growth through interaction with understanding teachers, and gifted/talented peers; encourage in depth study or autonomous learning based on student interest and talents. 3. Administrative Structure [b] make differentiated curricular opportunities available at grade levels K 12; [a] All teachers shall provide appropriate, challenging educational options for each student, including students with high ability.

19 4.2 Student Placement Secondary School Program [a] Secondary student selection for accelerated, differentiated curriculum, or enrichment classes shall use student application, pre test, audition, portfolio, or teacher recommendation. [b] Progress shall be based on performance. [c] Schools may not use citizenship as a criterion for admitting students to honors level course work Note: (Memo by Dr. Bowles, May 20, 2008)

20 5. Annual Review of District Plan 5.5 teaching strategies that are appropriate to the learning styles and emotional needs of gifted students; 5.6 flexible pacing at all levels and allow students to advance as they master content and skills; 5.7 program options that reach through and beyond the normal institutional boundaries across disciplines, across grade levels, and across school boundaries; (Math) 5.8 guidance to help students address personal and interpersonal needs.

21 Davis School District Policy and Procedures: Staff Development and Support Provisions shall be made for District staff development and support in gifted education and content areas for teachers to remain current in curriculum content, appropriate instructional strategies and characteristics of gifted students.

22 My Vision Provide a continuum of services for advanced learners K 12 that offers students and parents choice in the school learning environment and fosters the student s social, emotional and academic well being and success.

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